unit 3

Question 1

what are the changes in family relationships at ad?

Answer 1

family dyamics shift as teen seek autonomy, changing communication and power balance

Question 2

what do ad’s and parents usually fight about

Answer 2

conflicts over daily issues, deeper autonomy struggles about independence

Question 3

what is happening in the parent’s life at around the same time their children are going through ad.

Answer 3

parents face their own life transitions- midlife (crisis). this increases family stress

Question 4

what changes in family needs and functions happen?

Answer 4

families shift from supervision to offering emotional support

Question 5

what are changes in family needs and functions

Answer 5

families shift from supervision to offering emotional support

Question 6

what are some concerns of immigrant families

Answer 6

cultural and language gaps can cause intergeranational conflict

Question 7

family relationships and ad development

Answer 7

supportive families foster well-being. negative families foster risk

Question 8

4 parenting styles and which is the best

Answer 8

authoritative, most beneficial - strict but warm
authoritarian - strict without warmth
neglect - uninvolved
permissive- warm but under demanding

Question 9

AD’s relationship with siblings

Answer 9

Sibling relationships can be both supportive and conflictual.this relationship often reflect the quality of parenting and family structure, can affect emotional and social devlopoment

Question 10

genetic influences on ad. development

Answer 10

genes influence temperament, intelligence, and vulnerability to mental health issues. However, genetic predispositions are shaped by environmental factors.

Question 11

Genetic and environmental influence on ad development

Answer 11

Most traits result from gene-environment interaction. ad vary greatly in their environments based on inherited traits (gene-environment correlation)

Question 12

why are siblings often so different?

Answer 12

Despite gender and environment, siblings differ due to nonshared environmental influences, such as different peer groups or parental treatment.

Question 13

Adolescents and Divorce

Answer 13

divorce can be disruptive, especially during early ad time, but if parenting remains consistent and supportive ad will adjust over time

Question 14

economic stress and poverty

Answer 14

poverty is linked to increased family conflict, less effective parenting, and higher risk for academic and behavioral problems in ad.

Question 15

long term effects of divorce

Answer 15

long-term effects vary, some ad may face trust issues later in life, but resilience if stable support systems

Question 16

what is autonomy as an ad. ?

Answer 16

autonomy is the process of developing independence across emotional, behavioral, cognitive domains. it is especially important due to biological, cognitive, and social transitions

Question 17

what does puberty do in the development of autonomy ?

Answer 17

Puberty pushes ad toward greater independence, seperating them emotionally from parents. physical maturity signals readiness for more responsibility and autonomy

Question 18

Cognitive Change and the Development of Autonomy

Answer 18

As adolescents’ thinking becomes more sophisticated, they can weigh options, consider long-term consequences, and reflect on multiple perspectives—enabling independent decisions and self-governance.

Question 19

Social Roles and the Development of Autonomy

Answer 19

Adolescents take on new roles (e.g., part-time work, driving) that foster real-world independence. These responsibilities shift expectations and contribute to autonomy development.

Question 20

The Development of Emotional Autonomy

Answer 20

Emotional autonomy involves gaining independence in close relationships, particularly with parents, without needing to withdraw emotionally. Adolescents learn to function without excessive dependence on parental reassurance.

Question 21

Emotional Autonomy: Detachment or Individuation?

Answer 21

Modern research favors individuation (gradual independence while preserving emotional bonds) over detachment (complete emotional separation), which is seen as unhealthy or unnecessary in most families

Question 22

Research on Emotional Autonomy

Answer 22

Studies show that emotional autonomy increases gradually and is healthiest when adolescents maintain positive relationships with parents, rather than breaking away abruptly.

Question 23

Parenting and Emotional Autonomy

Answer 23

Adolescents with warm, supportive parents tend to develop emotional autonomy more effectively. Overly controlling or distant parenting can hinder this development.

Question 24

The Development of Behavioral Autonomy

Answer 24

Behavioral autonomy refers to the ability to make decisions and follow through on them. Adolescents grow more capable of independent actions, especially in everyday tasks and moral situations.

Question 25

Changes in Decision-Making Abilities

Answer 25

With age, adolescents improve in logical reasoning, impulse control, and risk assessment, especially in non-emotional contexts. They increasingly consider future outcomes and weigh pros and cons.

Question 26

When Do Adolescents Make Decisions as Well as Adults?

Answer 26

By mid-to-late adolescence, teens perform similarly to adults in decision-making, though they are more likely to make risky decisions under emotional pressure or peer influence.

Question 27

Changes in Susceptibility to Influence

Answer 27

Early adolescents are more susceptible to peer pressure, especially from friends. This declines over time, as self-confidence grows and decision-making skills strengthen.

Question 28

Ethnic and Cultural Differences in Expectations for Autonomy

Answer 28

Cultural norms influence how autonomy develops. Western cultures promote early independence, while collectivist cultures may emphasize family loyalty and gradual independence.

Question 29

The Development of Cognitive Autonomy

Answer 29

Cognitive autonomy is the ability to form independent beliefs, values, and opinions. Adolescents begin to challenge parental viewpoints and develop their own moral and ideological frameworks.

Question 30

Moral Development During Adolescence

Answer 30

Teens advance through Kohlberg’s stages of moral reasoning—from obedience to abstract principles of justice. They begin to make ethical decisions based on internal values.

Question 31

Prosocial Reasoning, Prosocial Behavior, and Volunteerism

Answer 31

prosocial reasoning becomes more sophisticated, focusing on empathy and fairness. Adolescents often engage in helping behaviors and volunteerism, especially when encouraged by peers or institutions.

Question 32

Political Thinking During Adolescence

Answer 32

Political views become more abstract and principled. Adolescents begin to consider social justice, rights, and broader societal issues beyond personal benefit or loyalty.

Question 33

religious Beliefs During Adolescence

Answer 33

Religious understanding deepens, often becoming more personal and internalized. Adolescents may question inherited beliefs and explore spiritual identity more independently.

Question 34

What was the primary research question explored in this study?

Answer 34

A collectivistic orientation is often associated with families from Asian and Latin American backgrounds, emphasizing the goals and interests of the group over individuals.

Question 35

What is one example of a "current assistance" obligation measured in the study?

Answer 35

Examples include helping with household tasks like shopping or cooking, assisting with the care of siblings, or spending time with family on weekends or holidays.

Question 36

How did the level of respect for family differ between adolescents with Asian/Latin American backgrounds and those with European backgrounds?

Answer 36

Adolescents with Asian and Latin American backgrounds held significantly stronger values regarding respect for family than their peers with European backgrounds.

Question 37

Did adolescents' attitudes toward family obligations change significantly between the tenth and twelfth grades?

Answer 37

No, the study found that tenth- and twelfth-grade adolescents indicated similar expectations and values regarding their obligations to their families

Question 38

According to the study, were adolescents from immigrant families more likely to emphasize family obligations than those with native-born parents?

Answer 38

While the study found generational status was associated with attitudes, it did not find that youths with immigrant parents necessarily placed more importance on assisting and respecting their families above and beyond the effect of their ethnic background.

Question 39

How did perceived disagreement with parents on the importance of familial respect vary across ethnic groups?

Answer 39

adolescents with European backgrounds perceived a significantly greater disagreement with their parents over the importance of familial respect than those from Filipino families.

Question 40

What type of relationships were generally found to be more positive for adolescents who possessed strong attitudes toward family obligations?

Answer 40

adolescents with strong attitudes toward family obligations generally reported more positive relationships with their parents and siblings, feeling more emotionally close and discussing important topics more frequently.

Question 41

Did strong family obligation attitudes negatively impact the amount of time adolescents spent with their peers?

Answer 41

No, the study found no evidence that adolescents who placed great importance upon their family obligations were less involved in social relationships with other youths or spent less time socializing with peers.

Question 42

What outcome showed a curvilinear relationship with the strength of family obligation attitudes?

Answer 42

Academic grades (GPA) showed a curvilinear relationship, where adolescents with moderate levels of family obligation attitudes attained the highest grades, and those with the highest or lowest endorsement received lower grades.

Question 43

Did the study conclude that ethnic differences in academic achievement were primarily due to variations in attitudes toward family obligations

Answer 43

no, the study found little evidence that ethnic differences in attitudes toward family obligations produced meaningful group differences in adolescents' development, including academic achievement.